Warming Up部分簡(jiǎn)要介紹了世界英語(yǔ)的分支以及英語(yǔ)語(yǔ)言在不同國(guó)家產(chǎn)生的差異，使學(xué)生感受英語(yǔ)語(yǔ)言的多文化、多層次、多元性，對(duì)英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的不同有個(gè)粗淺的了解。一起看看人教版高一英語(yǔ)必修四教案!歡迎查閱!

人教版高一英語(yǔ)必修四教案1

(1) 課題：English around the world (2) 教材分析與學(xué)生分析： Warming Up部分簡(jiǎn)要介紹了世界英語(yǔ)的分支以及英語(yǔ)語(yǔ)言在不同國(guó)家產(chǎn)生的差異，使學(xué)生感受英語(yǔ)語(yǔ)言的多文化、多層次、多元性，對(duì)英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的不同有個(gè)粗淺的了解;Pre-Reading部分的兩個(gè)問(wèn)題引發(fā)學(xué)生對(duì)課文主題的思考，以便參加課堂活動(dòng); Reading部分The Road to Modern English 簡(jiǎn)要說(shuō)明了英語(yǔ)語(yǔ)言的起源、發(fā)展變化、形成原因，以及它的發(fā)展趨勢(shì)。Comprehending部分旨在檢查學(xué)生對(duì)課文基本內(nèi)容的理解程度; Learning about Language 部分主要通過(guò)各種練習(xí)幫助學(xué)生重溫本單元前幾個(gè)部分的所學(xué)習(xí)的新單詞和短語(yǔ)，同時(shí)也通過(guò)新的例子展現(xiàn)了美國(guó)英語(yǔ)、英國(guó)英語(yǔ)的差異，并著重介紹了半單元的語(yǔ)法項(xiàng)目(祈使句及其間接引語(yǔ));Using Language 部分中的Reading and talking主要介紹了當(dāng)今世界各國(guó)各地說(shuō)英語(yǔ)都有自己的特色，即便是美國(guó)東西部、南北部說(shuō)話均有所不同。 (3) 課時(shí)安排：The first period: Speaking: Warming Up and Pre-Reading The second period: Reading The Road to modern English

The third period: Reading (Language points)

The forth Period：Learning about Language

The fifth period: Using Language

The sixth period: Listening

(4)教學(xué)目標(biāo)： ① 知識(shí)與技能：了解英語(yǔ)在世界上的發(fā)展?fàn)顩r，認(rèn)識(shí)各種各樣帶有民族、地域特色的英語(yǔ);對(duì)英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的差異有所了解，尤其是一些常用詞匯，比如falt和apartment, lift 和elevator, rubber 和eraser等; 掌握本單元中出現(xiàn)的詞匯、短語(yǔ)的用法; 學(xué)會(huì)語(yǔ)言交際困難的表達(dá)法，如pardon, I beg your pardon?; 掌握祈使句及其間接引語(yǔ)的表達(dá)法。

② 過(guò)程與方法：本單元通過(guò)對(duì)“世界英語(yǔ)”這一話題的探討，以加強(qiáng)學(xué)生對(duì)英語(yǔ)語(yǔ)言的了解，對(duì)當(dāng)代語(yǔ)言特別是英語(yǔ)的發(fā)展趨勢(shì)的了解。在教授本單元時(shí)必須強(qiáng)調(diào)美國(guó)英語(yǔ)、澳大利亞英語(yǔ)、印度英語(yǔ)、新加坡英語(yǔ)等都有各自的規(guī)律和和慣用法。要提防學(xué)生認(rèn)為可以濫用英語(yǔ)詞匯，隨意違反英語(yǔ)語(yǔ)法規(guī)則或慣用法，不顧正常的發(fā)音、語(yǔ)調(diào)等。在學(xué)生用書中的聽力部分，原文真實(shí)的反映了滅國(guó)南部地區(qū)英語(yǔ)的方言和語(yǔ)音，旨在讓學(xué)生感受一下將英語(yǔ)作為母語(yǔ)的本國(guó)人說(shuō)話的一個(gè)側(cè)面。要注意掌握尺度，讓學(xué)生感受一下、了解一下，點(diǎn)到為止，不提倡硬性模仿。 ③ 情感態(tài)度與價(jià)值觀：了解英國(guó)英語(yǔ)和美國(guó)英語(yǔ)的區(qū)別，兩種英語(yǔ)不存在那種好與不好的問(wèn)題?？梢越o學(xué)生布置以下任務(wù)：通過(guò)對(duì)話形式，將所學(xué)過(guò)的英美說(shuō)法的不同之處，按實(shí)際生活和想象編一段對(duì)話。盡可能運(yùn)用語(yǔ)言功能中表達(dá)語(yǔ)言困難的說(shuō)法。

(5) 教學(xué)重點(diǎn)和難點(diǎn)：

詞匯 include role international native elevator flat apartment rubber petrol gas modern culture actually present rule vocabulary usage identity government rapidly candy lorry command request retell polite boss standard Midwestern Spanish eastern southeastern northwestern recognize accent lightning direction subway block

短語(yǔ)： play a role (in) because of come up such as play a part (in)

重點(diǎn)語(yǔ)法項(xiàng)目：祈使句及其間接引語(yǔ)

難點(diǎn) Expressing one’s idea on which kind of English one should learn; guess the name of speaker’s country by listening; how to tell the differences between a command and a request; how to change the pronoun when turning the direct speech into indirect speech.

(6) 教學(xué)策略： Discussion, Student-centered vocabulary, learning, listening, pair work, teach grammar in real situation (7) 教學(xué)煤體設(shè)計(jì)： A projector and a tape recorder. (8) 教學(xué)過(guò)程：詳見以下分課時(shí)教學(xué)設(shè)計(jì)。 (9) 課堂練習(xí)與課外作業(yè)設(shè)計(jì)： 穿插于分課時(shí)教學(xué)設(shè)計(jì)中

人教版高一英語(yǔ)必修四教案2

Teaching aims:

1. 能力目標(biāo)：

a. Listening: get information and views from the listening material;

b. Speaking: express one’s attitude or views about friends and friendship in appropriate words.

c. Reading: enable the Ss to get the main idea

d. Writing: write some advice about making friend as an editor

2. 知識(shí)目標(biāo)：

a. Talk about friends and friendship; how to make friends; how to maintain friendship

b. Use the following expressions:

I think so. / I don’t think so.

I agree. / I don’t agree.

That’s correct.

Of course not.

Exactly.

I’m afraid not.

c. to enable the Ss to control direct speech and indirect speech

d. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought German series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habit

add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in

3. 情感目標(biāo):

a. To arose Ss’ interest in learning English;

b. To encourage Ss to be active in the activities and make Ss to be confident;

c. To develop the ability to cooperate with others.

4. 策略目標(biāo)：

a. To develop Ss’ cognitive strategy: taking notes while listening;

b. To develop Ss’ communicative strategies.

5. 文化目標(biāo)：to enable the Ss to get to know different opinions about making friends from different countries.

Teaching steps:

Period one

Step1. Warm-up

1. Ss listen to an English song AULD LANG SYNE.

2. Brainstorming: let Ss say some words about friendship – honest, friendly, brave, humorous, funny, wise, kind, open-minded, responsible, helpful….

Step 2. Talk about your old friends

1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.

2. Self-introduction

Step 3. Make new friends

1. Ss go around and ask their new friends some information and fill in the following form

Name Age/hobbies/favorite sports, books, …

2. Report to the class: who will probably be your friend why.

Step 4. Do a survey

Ss do the survey in the text ,P1

Sep 5. Listening and talking

Do Wb P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.

When Ss make their conversation, ask them to try to use the following expressions.

I think so. / I don’t think so. I agree. / I don’t agree.

That’s correct. Of course not. Exactly. I’m afraid not.

Step 6. Discussion

Divide Ss four in one group and each group choose a topic to discuss. There are four topics.

Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

Topic 3: Does a friend always have to be a person? What else can be your friend? Why?

Topic 4: List some qualities of a person who does not make friend easily.

Step 7. Summary

1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.

2. T shows more information about friendship and a poem about friendship.

What is friendship?

I want to find the answer to the question

What is friendship?

When it rains, I think friendship is a small umbrella.

It can give me a piece of clear sky.

When I’m crying, I think friendship is a white handkerchief.

It can wipe my tears dry.

When I am sad, I think friendship is a warm word.

It can bring me happiness again.

When I am in trouble, I think friendship is a strong hand.

It can help me escape my troubles.

When I sit in a quiet place, I think friendship is a very wonderful feeling.

It can’t be pulled and torn, because it is in everyone’s heart.

It is there from the beginning to the end of our lives.

3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.

Step 8. Evaluation

Ss finish the following evaluation form. Standard: A, B,C

Contents 自評(píng) 他評(píng)

1. I’m active in talking with others.

2. I’m active in cooperating with others.

3.I can express myself fluently, accurately and appropriately.

4. I know more about friendship after this lesson..

5. Do you think you need to improve yourself in some aspects? Which aspects?

Homework:

1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.

2. Write a short passage about your best friend.

Period two

Step1.Warming up

Activity1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or Tv at home.

How would you feel?

What would you do?

Four students a group discuss with each other for 2 minutes.

Activity2: Play a short part of the movies Schindler’s List

Step2. Predicting

Students read the title of the passage and observe the pictures and the outline of it to guess:

Who is Anne’s best friend?

What will happen in the passage?

Step3. Skimming

Students skim the passage in 2 minutes to get the main idea :

Who is Anne’s best friend?

When did the story happen?

Step4. Scanning

Students work in pairs to find the information required below:

Anne

in World War Ⅱ

Step5. Intensive reading

Students work in group of four to discuss the following open questions:

1.Why did the windows stay closed?

2.How did Anne feel?

3.What do you think of Anne?

4.Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語(yǔ)篇,上下文).

5.Which sentences attract you in the passage?　Step6. Activity

Four students a group to discuss the situation:

Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

What will you take? Why?

How will you spend the 3 months?

How will you treat each other and make friends ?

Step7.Assignment

Task1.Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

Task2.Ex2.3on Page3

Period three

Step 1. Warming up

Check the Ss’ assignment: task 2

Step 2. Language points:

1. add (v.)

1). To put together with something else so as to increase the number, size, importance, etc.增加，添加

Please add something to what I’ve said, John.

2). To join numbers, amount, etc so as to find the total 相加

Add up these figures for me, please.

add to something: to increase 增加

What he did has added to out difficulties.

add up to: to amount to 加起來(lái)等于;總計(jì)

The cost added up to 100 million yuan.

2. cheat v. 1). To act in a dishonest way in order to win 欺騙;作弊

2). (of, out of) to take from (someone) in a dishonest way 騙取

They cheated the old woman out of her money by making her sign a document she didn’t understand.

n. 1). an act of cheating 作弊行為

2). one who cheats 騙子

3. go through

1). To examine carefully 仔細(xì)閱讀或研究

I went through the students’ papers last night.

2). To experience 經(jīng)歷，遭受或忍受

You really don’t know what we went through while working on this project.

4. crazy (adj.)

1). mad, foolish 瘋狂的，愚蠢的

It’s crazy to go out in such hot weather.

2). wildly excited; very interested 狂熱的，著迷的

She is crazy about dancing.

5. lonely (adj.) unhappy because of being alone or without friends 孤獨(dú)的，寂寞的

He has been very lonely since his wife left him.

lonely/alone

alone

1). without or separated from others 單獨(dú)的

She lives alone.

2). only 僅僅，只有。用于名詞或代詞之后。

The gloves alone cost $ 80.

leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不帶走，不觸摸，不干涉某人或某事

Leave that alone. It’s mine.

She has asked to be left alone.

6. be concerned about/for: be worried about 擔(dān)心

We’re all concerned about her safety.

7. upset:

1). Adj. worried; sad; angry; not calm 不安，心煩意亂， 生氣

He is upset.

2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生氣

His cheating on the exam upset his teacher.

8.well n. 井 adj. 身體好 adv. 好 Int. 噢，

George was well and truly drunk.

I couldn’t very well say no when there was no one else she could ask.

9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷

The children watched spellbound as the magician took rabbits from his hat.

Step 3. Learning about language

1. Finish Ex.1, 2 and 3. on Page 4.

2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.

Step 4. Practice

Using structures on Page 42: ask the Ss to use indirect speech to retell the story.

Step 5. Assignment

Finish Wb. Ex, 1 and2 on page 41 and 42.

Period four

Step 1. Revision

Check the Ss’ assignment.

Step 2. Reading

Ss read the letter on page 6

Notes:

1. get along with

2. fall in love

Step 3. Listening

Ss should take notes while they are listning.

1. first listening: Ss listen and answer the questions of part 2 on page 6.

2. second listening: Ss listen again and finish part 3 on page 6.

Step 4. Listening

Ss listen to a story about Anne and try to finish Wb. Ex 1 and 2 on page 43 and page 44.

Step 5. Speaking

Ss work in groups of four. Design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the Warming up to help them.

Step 6. Assignment

1. Ss prepare the reading task on page 44.

2. Surf the internet and find some material about friendship in different countries.

Period five

Step 1. Warming up

Ss say something about making friends and how to maintain friendship.

Step 2. Listening

Ss listen to a short passage and fill in the blanks on page 41 (listening).

Step 3. Reading

1. first reading: Ss read the passage about friendship in Hawaii and finish Wb.Ex1.on page 45.

2. second reading: Ss read again and discuss the questions on page 45.

3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.

Step 4. Discussion

What do you and your friends think is cool?

Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .

Ask Ss to use the following sentences while they talk:

I think that… is cool/ isn’t cool because ….

I think so.

I don’t think so.

I agree with you.

I don’t agree with you.

Step 5. assignment

Ss collect some proverbs about friendship.

Period six

Step 1. Pre-writing

1. Read a letter from a student called Xiaodong.

2. Go over the advice on page 7 and be ready for writing.

Step 2. While-writing

Ask the Ss to write a letter to Xiaodong as an editor and give him some advice.

1. Ss make a list about the important information that they need.

2. Ss begin to write the letter to Xiaodong.

3. Ss revise their letters by themselves.

4. Ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters, structures….)

5. Ss get back their own writing paper and write the letter again.

Step 3. Post-writing

Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.

Step 4. Writing for fun

1. Ss read the passage on page 7 by themselves.

2. Ss try to write a few lines to describe their best friends or a person they know.

3. Show some Ss’ writings in class.

Step 5.Assignment

Do Wb writing task on page 46.

Period seven

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning.

人教版高一英語(yǔ)必修四教案3

根據(jù)課文內(nèi)容翻譯以下短語(yǔ)：

1.第一架載人宇宙飛船_______(the first manned spaceship )

2.發(fā)射，升空__________(lift off)

3.和……分離_______ (separate…from)

4.因?yàn)開_______ (because of )

5.21小時(shí)的太空飛行______(the 21-hour space flight)

6.第六次________ (for the sixth time )

7.做第七次環(huán)行________ (do the seventh circle)

8.回到地球大氣層_____ (return into the earth's atmosphere)

9.安全著陸________ ( land safely )

10.朝等待他的人群招手______ (wave to the crowds waiting for him)

知識(shí)探究

一.重點(diǎn)單詞

1.separate vt.使分開，使脫離，使分裂，使隔離

Theory shouldn't be separated from practice.

理論不應(yīng)該脫離實(shí)際。

England is separated from France by the English Channel.

英國(guó)和法國(guó)被英吉利海峽隔開。

vi.分開，分手，分離，脫離

We didn't separate till 8 o'clock.

我們到8點(diǎn)才分手。

adj.分開的，分離的，個(gè)別的，獨(dú)立的

This is a separated group.

這是一個(gè)獨(dú)立的團(tuán)體。

We will go on separate holidays.

我們將分別去度假。

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